東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Examining the Effects of Self-Effica...

Templin, Stephen A.

FindBook

Google Book

Amazon

博客來

Examining the Effects of Self-Efficacy Sources on English as a Second Language (ESL) Self-Efficacy Beliefs and ESL Proficiency.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Examining the Effects of Self-Efficacy Sources on English as a Second Language (ESL) Self-Efficacy Beliefs and ESL Proficiency./
作者:	Templin, Stephen A.
面頁冊數:	179 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
Contained By:	Dissertation Abstracts International72-08A.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3459552
ISBN:	9781124702322

Examining the Effects of Self-Efficacy Sources on English as a Second Language (ESL) Self-Efficacy Beliefs and ESL Proficiency.
Templin, Stephen A.

Examining the Effects of Self-Efficacy Sources on English as a Second Language (ESL) Self-Efficacy Beliefs and ESL Proficiency. - 179 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .

Thesis (Ph.D.)--TUI University, 2011.

Although English as a Second Language (ESL) learners must become proficient at English in order to successfully function in universities, there is a lack of research predicting ESL proficiency. Outside of ESL studies, self-efficacy theory has predicted human functioning in various fields: first language acquisition, education, psychology, business, etc. In spite of the predictive power of self-efficacy, it is difficult to find studies connecting ESL and self-efficacy research. Specifically, no research in ESL examines the four hypothesized self-efficacy sources.

ISBN: 9781124702322Subjects--Topical Terms:

1018079
Language, Linguistics.

Examining the Effects of Self-Efficacy Sources on English as a Second Language (ESL) Self-Efficacy Beliefs and ESL Proficiency.
LDR:03379nam 2200325 4500 001 1400267
005 20111005095641.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124702322
035 $a (UMI)AAI3459552
035 $a AAI3459552
040 $a UMI $c UMI
100 1 $a Templin, Stephen A. $3 1679302
245 1 0 $a Examining the Effects of Self-Efficacy Sources on English as a Second Language (ESL) Self-Efficacy Beliefs and ESL Proficiency.
300 $a 179 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
500 $a Adviser: Wenling Li.
502 $a Thesis (Ph.D.)--TUI University, 2011.
520 $a Although English as a Second Language (ESL) learners must become proficient at English in order to successfully function in universities, there is a lack of research predicting ESL proficiency. Outside of ESL studies, self-efficacy theory has predicted human functioning in various fields: first language acquisition, education, psychology, business, etc. In spite of the predictive power of self-efficacy, it is difficult to find studies connecting ESL and self-efficacy research. Specifically, no research in ESL examines the four hypothesized self-efficacy sources.
520 $a The present study quantitatively examined 130 students in a university's intensive ESL program to answer three questions: (1) What are the effects of the four self-efficacy sources on the ESL self-efficacy beliefs of the participants? (2) Do ESL self-efficacy beliefs have a significant effect on ESL proficiency: listening, structure, and reading? (3) Is self-efficacy beliefs the mediating variable between the four self-efficacy sources and overall ESL proficiency? A demographics questionnaire, ESL Self-Efficacy Sources Questionnaire, and ESL Self-Efficacy Beliefs Questionnaire were distributed to all participants. University entrance SLEP and current TOEFL scores for all participants were studied.
520 $a Also, this study, using an ESL Self-Efficacy Interview, qualitatively examined four students to find out how they interpret their self-efficacy sources. Quantitative data was analyzed using multiple regression. Qualitative data was analyzed using NVivo 7.0 software.
520 $a Self-efficacy sources predicted self-efficacy beliefs and ESL proficiency; however self-efficacy beliefs did not predict ESL proficiency. Although mastery experiences (one of the self-efficacy sources) predicted self-efficacy beliefs and ESL proficiency, self-efficacy beliefs was not shown to mediate between self-efficacy sources and ESL proficiency. A revised conceptual framework is given. The qualitative results supported the quantitative results, providing additional insights. Some practical recommendations are given to help teachers raise the mastery experiences of students. This research is significant in that it is the first to show that mastery experiences predict ESL self-efficacy beliefs and ESL proficiency. It is also significant in that it links self-efficacy theory to ESL research in the field of Second Language Acquisition.
590 $a School code: 0622.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0290
690 $a 0441
690 $a 0525
710 2 $a TUI University. $3 1020258
773 0 $t Dissertation Abstracts International $g 72-08A.
790 1 0 $a Li, Wenling, $e advisor
790 $a 0622
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3459552